Abstract

This paper outlines the collaborative inquiry process of three professors of education who investigated their own thinking about research. Taking on a new role as students in a graduate course on postpositivist research, they worked together to examine their implicit beliefs and values as they related to the changing nature of educational research. What emerged was an expanded understanding of themselves as researchers, as teachers, and as persons. Collaborative reflection became professional development.

pdf

Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 243-263
Launched on MUSE
2017-02-01
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.